Week 5 Reflections

• What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?
The outcomes that I had envisioned for this class is that I would become more knowledgeable about technology and become more proficient in that technology. I also thought I would be introduced to more information about the development of instruction. Those outcomes were achieved somewhat. I did learn a lot from the readings as to all the different types of technology out there and the different perspectives from many different authors, but the name Instructional Technology was a bit misleading. There was a lot of technology but not so much instructional ideas or real ways to improve AEIS or TAKS scores. The course outcomes really did not align with those that I envisioned. The class was very confusing regarding the discussion instructions and the online forum was very chaotic and disorganized. I did come away with the knowledge that my district needs to put the Instructional Technology Facilitators back on campus or my district will continue to lag behind others in the area of technology.
• To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?
Even though the outcomes were not as I had wished for, I did learn a great deal. I learned that I am going to have to take the initiative when it comes to implementing technology into my lessons. One computer in my room and a power point occasionally does not equate using technology. Through this course, I was exposed to blogs, podcasts, and online forums. I really like the ease of blogs and feel that would be something I could incorporate into my science class, especially at the junior high level. For my content area, I feel that the use of interactive computer games would have the most benefit for my students. They could play the games and even create new games which would serve as good reviews. In addition, the glogster website is a great creative tool that we have used that picques their interest. This class has made me more conscientious of the need to be more aligned with my student’s technology skills.
• What outcomes did you not achieve? What prevented you from achieving them?
I felt that I did not achieve how to assist with instruction from a principal’s perspective. I learned a lot about various types of technology in the classroom and why students should be using it but not how to implement it across the curriculum. I really think the article on copyrights, etc. for principals was very helpful. Information from that perspective would have been much more helpful. The class was very heavy on technology. It was helpful to view and assess the STaR chart results but the lengthy responses to the district long-range technology plans was tedious. In addition, the discussion board part of the assignment was too redundant. Responding to two people for the same quote had no more effect than responding to one. The same outcome could have been achieved without the extra work. I am all for work if it is meaningful.
• Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
In regards to the assignments and discussion board, this class was definitely one of the hardest. One of the reasons I feel that way is they discussion board. I totally agree with posting the quotes on the board and then responding to another’s quote for the same reading but to have to respond to two for each quote was a bit much. Also, they “last byte” method was never clarified and therefore confusing as well. There was some major confusion with the discussion board when people posted and then halfway through the week, people were put in groups and their posts were gone. Regarding the assignments, the instructions were not very clear and vague. It was hard to know what the professors were looking for. Given the time of the year that this class took place in, clear parameters would have been very helpful. The idea is to learn so a scope would have beneficial so one would know what to focus on in the readings, what to analyze, and what exactly should be learned in the end.
• What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
The most beneficial thing that I learned from this course is that I am not doing enough with technology in my classroom. The occasional power point is not sufficient for today’s students. I have to admit, I am not proficient at technology and I am scared of it. But without it, I am going to become an ineffective teacher as the years go by. I also learned that I cannot wait around for someone else to show me how to use the technology. I am going to have to “take the bulls by the horns” and do it myself. This will require more thought and planning into my lessons, as well as scheduling. In addition, I did learn that I am going to have to take a much more proactive role in teaching cybersafety and cyber ethics. These were areas that I had never really given much thought to except with my own children. The readings really opened my eyes as to the role I play in my student’s safety and ethical behavior.
* What is the educational value of blogs and blogging to the 21st century learner?
To be honest, I was only vaguely familiar with blogging before this class and the limited knowledge I had was pretty inaccurate. I only knew of celebrities that blogged and never really gave it much thought. This class has shown me how relatively easy it is to set up a blog, post to it, and make comments on other people’s blogs. The readings associated with blogs showed me all the different ways blogs could be used in the classroom, school, and community. I really like the idea of blogging now and would love to come up with some ideas of how I could use it in my classroom and with my students. One clear educational value is that the students would be writing. Any way to practice their writing is of definite value. They can organize their thoughts and share them with others. It reinforces their writing skills along with computer skills at the same time.
• What are the concerns of blogs and blogging in education?
One of the concerns I have about blogging in education is that not all students will have access to a computer or to the internet. It will be difficult to expect all students to participate if it is an at-home assignment. In the even that the blogging is done in a school setting, a concern would be how will the blog be monitored before it is posted for the whole world to see? Procedures would have to be in place prior to blogging and most school districts have not addressed blogging, etc. specifically yet. My school tested a program called I-Link last year as a way to start blogging. It was linked to the school website and students could get on to comment about their reading book. The site turned into a bashing social site and had to be closed. Students were reprimanded for their behavior on a school-sponsored site. That class learned a valuable lesson but the new crop of students haven’t received any instruction or guidance from the previous mistakes.
• How can you use blogging to communicate with school stakeholders?
Blogging could be used to let the community, parents, and students have a say or voice their opinion on certain topics. The school could post a topic and let the community respond. The responses would be viewed by the administrators and staff and they would know immediately if the topic was embraced or rejected. In addition, a school support site on a social network would be a good place for people to leave comments and suggestions. The advantage of blogging is that stakeholders can have a say even when they are not at the school. They don’t have to call the principal or teacher, they can stay connected via the internet and it is a great way to stay involved. But keep in mind, comments and opinions should be kept professional and courteous at all times since students will have access to the site. In addition, personal attacks or information should not be put into the blog. Definite parameters must be set before a blog is initiated.

Katy Junior High Technology Action Plan

Goal: Based on Katy Junior High’s 2009-2010 Campus Improvement Plan, 2009-2010 STaR Chart, and Katy ISD’s Long-Ranch Technology Plan, increase the use of technology in the classroom thereby improving teaching and learning.

Campus Needs:
• Based on Katy Junior High’s 2008-2009 STaR Chart summary, to improve “Teaching and Learning” area from Developing Tech to Advanced Tech through the use of technology.
• Based on Katy Independent School District’s Long-Range Technology Plan, meet the needs of the students through the use of technology.
• Based on the Katy Junior High Campus Improvement Plan for 2009-2010, campus needs are to provide opportunities inclusive of professional development, to build capacity of teachers, principals, and other staff to integrate technology tools relevant to the digital learner.

Campus Objectives:
• Data analysis by grade and subject
• Assess projection integration - per semester
• Assess level of pod and video casting integration - per semester
• Integrate technology into curricula for improving teaching, learning, and technology literacy
• Offer Technology online media tools 24/7
• Web-based professional development accessible by staff 24/7
• Promote learner-centered learning using higher level thinking skills

Current Technology:
• Teacher workstation (computer, monitor, NIC card, Sound card, DVD/CD)
• Desktop computers
• Laptop computers
• LCD mounted Televisions
• Smart Boards
• Digital Cameras
• Digital Video Cameras
• Document Cameras
• InFocus Projectors
• DVD Burners
• Large & small networked laser printers
• Multi-functional copiers
• Print Shop, integrated storefront for copying, scanning, and faxing via computers and copiers.

Current Integrated Technology:
• Larson’s Math
• Accelerated Reader
• Brain Pop
• Discovery Education (United Streaming Video)
• Computer Lab
• Internet Access
• Office Word

Evaluation:
According to the STaR chart summary, CIP, and Katy ISD Long-Range Technology Plan, the most important part of the action plan was to integrate technology into the classroom in a way that the students could use it. First, that meant adequately training the teachers so they could implement the technology and then next, letting the students actively participate by engaging with the technology. In addition, the technology must be current and up-to-date.
• Teacher surveys of staff development trainings
• Teacher surveys of ease of implementation and determine future needs
• Ongoing review of STaR Chart summary, Campus Improvement Plan, AEIS report, and reference to Katy ISD Long-Range Technology Plan
• Instructional Coach will monitor grade level visits to computer lab by each content area for compliance
• Grade level principals will review weekly lesson plans for Technology TEKS implementation
• Monitoring use of technology during teacher observations and walk-throughs
• Monitoring of Technology staff development hours to ensure compliance
• Survey of students at the beginning and end of year for suggestions and opinions

Katy Independent School District Campus Improvement Plan - Katy junior high. Campus advisory team document. (2009 - 2010).
Katy Independent School District Long-Range Technology Plan 2008 - 2012. Retrieved November 30, 2009 from Department of Technology Website: http://www.katyisd.org/technology/Documents/2009-2012ePlan.pdf
Texas Long-Range Plan for Technology, 2006-2020. Retrieved November 25, 2009

STaR Chart ppt

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STaR Chart ppt

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Teaching & Learning: STaR Chart Summary

The area that I felt needed the most attention was the area of Educator Preparation & Development. This particular area has shown progress with an upward trend but has not been able to break the Developing Tech barrier over the last 3 years. Within the Educator Preparation & Development key area is Professional Development Experiences, Models of Professional Development, Capabilities of Educators, Access to Professional Development, Levels of Understanding and Patterns of Use, and Professional Development for Online Learning. Schools are rated as either Early Tech, Developing Tech, Advanced Tech, or Target Tech.

The Long Range Plan in this area calls for educators to take the advantage of the professional development opportunities and apply the knowledge to their instruction in their classrooms. Professional development opportunities must be made available by the district or regional service center. Once the teacher has received professional development, he/she is expected to use the knowledge in the classroom and actively seek out avenues of professional development, such as online learning. According to the Campus Statewide Summary by Key Area compiled by the STaR Chart for TEA, my campus is very similar to other school campuses in the Educator Preparation area. In 2007-2008, 74.2% of campuses rated themselves in the Developing Tech classification. Most use technology for administrative tasks and classroom management. In addition, the 40% of educators met SBEC standards. In 2008-2009, my campus was very close to moving into the Developing Tech classification. This is the goal of our campus in this area for the next year.

I feel that in my district, the professional development opportunities for technology are mainly optional. There are many elective trainings but I cannot recall any mandatory in my four years with the district. I also feel that the educators on my campus are capable but if not made to attend professional development trainings, they will not elect to do so on their own. Another barrier in the Educator Preparation & Development area is the Levels of Understanding and Patterns of Use. Teachers can be trained on all applications but if they don't have any activities or lessons to use it with, it is meaningless. Learning technology with a practical use is engaging to the teacher. As far as online learning goes, it is also available to teachers but it is a small minority of people who take advantage of the opportunity. Again, unless it becomes a mandatory component of a teacher's job, it will not be taken seriously. In order to keep our students ahead in the technology game, we must be dedicated to learning ourselves and take the initiative.

Pre-K Tech Apps TEKS, Wk 1, part 4

The State of Texas has guidelines in place for students who enter the Pre-K program in our public schools. The focus of the TEKS is to familiarize the student with the basic components of a computer. That entails learning all of the devices that also go along with using a computer. Learning the vocabulary of the computer is also an integral part of the curriculum. Once a student is familiar with the vocabulary and devices, they are introduced to interaction through stories and games. These stories and games can be integrated with subject areas and used with a variety of software packages.

The Pre-K TEKS help lay a foundation will lead to students continually building on that foundation year after year. Students who have regular access to computers will have enhanced learning in the areas of information acquisition, problem solving, and communication. This learning should begin as soon as they enter the school setting. The State of Texas has put measures in place that provide for a spiraling of opportunities to master the objectives. In addition, new skills are added to reinforce on-going learning.

Under the Foundations section, the Pre-K student has to learn how to log on to a computer, use the computer, then exit the software programs. This is further enforced and scaffolded under the Foundations for Kinder - Grade 2 - The student is expected to start and exit programs as well as create, name, and save files. In Grades 3 -5 under Foundations, the student is expected to save and delete files, uses menu options and commands, and work with more than one software applications. Again under Foundations, Grades 6 - 8, the student is expected to compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices. Based on the expectations for each level, students build on previously learned skills to help master the new skills and objectives.

Analysis of the Long-Range Plan, Wk 1, part 3

As an educator, I did not know that the state had a technology initiative dating back to November 1988, as well as a major initiative from 2006 - 2020. I do now know that No Child Left Behind Act of 2001 led to a 2002 update of the plan so that the goals and objectives of the long-range plan would be aligned with the federal plan. Because of the strides in the area of technology, it was time to revisit the long-range plan and make changes accordingly. The changes will be implemented in the following phases: Phase I - 2006 - 2010, Phase II - 2011 - 2015, Phase III - 2016 - 2020.

What I have learned from the long-range plan is that the majority of school-aged kids have computer access and are frequent users. As a state, Texas has to tap into that audience and find ways to reach those students. As for teachers, it was eye-opening to find that veteran teachers are participating and using technology. Therefore, the interest is definitely there for gains in technology. The state must keep up by providing the funding, resources, and training to keep Texas at the forefront of technology and education. What is woven throughout the entire long-range plan is the access to technologies, tools, resources, and services by students, parent, teachers, and stakeholders 24/7. The involvement and commitment of districts to upgrade and maintain infrastructure is key to the continued implementation of the plan.

As an instructional leader, what I can most use from the analysis of the Long-Range Plan is that in order to implement many of the changes, funding must be available. As an instructional leader, I can assist my campus by writing grants that may help my campus qualify for more computers for the students. Another area is student to computer ratio. Students must have current operating systems in order to effective. Money must be budgeted to replace obsolete computers. In addition, as an instructional leader, I must provide technical assistance and professional development to the staff. Teachers need to move towards becoming an Advanced or Target Tech on the STaR chart. The Long-Range Plan is daunting but in order for students to become life-long learners who can compete in the global economy, we must develop technology skills in an aggressive manner.

Reflections to Tech Assessments: Wk 1, part 2

I'm going to begin this blog by laying my cards out on the table. I am one of those teachers that is a little bit afraid of technology. So, I would have to say that my weakness is that I am afraid of the unknown and hesitant to learn new technology. By the same token, I feel that my strength is when I do learn something, I make it a point to become very good at it. I know that I am a very successful teacher with the technology I already use and with so much to do already, learning new technology seems like such a chore. I hope I can get inspired by this class and brush up on my technology skills.

In the first assessment, Technology Applications Inventory, I was responded "yes" to the majority of the questions in the Foundations, Information Acquisition and Problem Solving sections. I feel that I am proficient in these areas. However, in the Communication section, I responded "no" to 80% of the questions. Clearly, I am lacking some skills needed to communicate effectively and will need additional training in this area.

In the second assessment, the SETDA survey, I responded that, overall, my school does a good job at providing technology but it is still in the beginning stages of requiring everyone to be proficient. My district has pulled all of the on-site technology coordinators and reassigned them to central office. Previously, each campus had one technology coordinator to handle all technology issues. This has left all campuses in the district without guidance and assistance in technology. This is a major step backwards for our district.

As for the assessments, I feel that they are accurate and I agree with them. I am in the process of becoming more technologically aware but I do still have some work to do. And with that, I have to take on a leadership role, be a life-long learner, put aside any fear, and forge ahead.